Writing instruction

Book chapter

Graham, Stephen Edward. (2015). Writing instruction. In International Encyclopedia of the Social & Behavioral Sciences pp. 767-772 Elsevier Ltd. (UK). https://doi.org/10.1016/B978-0-08-097086-8.92050-6
AuthorsGraham, Stephen Edward
Abstract

This article presents evidence-based practices (EBPs) for teaching writing to school-aged students. These practices were drawn from over 20 meta-analyses examining true- and quasi-experiments testing specific writing interventions. The EBPs are presented within the context of two primary theories that have been influential in shaping our understanding of writing and writing development. The social/contextual view of writing emphasizes the importance of context in writing development, including the role of social, cultural, historical, and institutional factors. The cognitive/motivational view stresses the importance of developing students' writing skills, strategies, knowledge, and motivation. Recommendations and caveats for applying the evidence-based writing practices identified here are examined.

KeywordsComposition; Development; Evidence-based practice; Instruction; Knowledge; Motivation; Process writing; Skills; Strategy instruction; Writing
Page range767-772
Year01 Jan 2015
Book titleInternational Encyclopedia of the Social & Behavioral Sciences
PublisherElsevier Ltd. (UK)
Place of publicationUnited Kingdom
Edition25
ISBN9780080970875
Digital Object Identifier (DOI)https://doi.org/10.1016/B978-0-08-097086-8.92050-6
Web address (URL)https://www.sciencedirect.com/science/article/pii/B9780080970868920506?via%3Dihub
Open accessPublished as non-open access
Research or scholarlyResearch
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online12 Mar 2015
Publication process dates
Deposited17 Jan 2024
Additional information

© 2015 Elsevier Ltd. All rights reserved.

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